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Rakesh Chandra Patel
Independent Researcher
Gujarat, India
Abstract
Experiential learning has increasingly been positioned as a powerful pedagogical strategy in the preparation of school leaders who must navigate complex, uncertain, and culturally diverse educational landscapes. This manuscript critically investigates how structured experiential learning projects—ranging from problem-based field inquiries and design-thinking challenges to community immersion, action research, and simulation exercises—shape the knowledge, skills, and dispositions of aspiring and in-service school leaders. Grounded in Kolb’s experiential learning cycle, situated learning theory, and transformational leadership frameworks, the study synthesizes extant literature and presents an illustrative mixed-methods project conducted with 120 leadership trainees across government, private, and low-fee schools. Quantitative data (pre/post self-efficacy scales, leadership competency rubrics) and qualitative evidence (reflective journals, focus groups, project artefacts) converge to show significant gains in instructional leadership, collaborative decision-making, data-informed planning, and ethical responsiveness. Results further indicate that project authenticity, iterative reflection, and mentor scaffolding are key mediators of impact, while time constraints, assessment misalignment, and uneven community partnerships can limit effectiveness. The manuscript concludes with a conceptual model of experiential leadership preparation, actionable recommendations for curriculum designers, policy makers, and accreditation bodies, and avenues for future research on scaling, equity, and digital augmentation of experiential projects. The discussion underscores that experiential learning is not a panacea but a catalytic design choice that, when intentionally implemented, cultivates reflective, resilient, and equity-oriented school leaders capable of leading learning organizations in volatile contexts.
Keywords
Experiential learning; school leadership training; project-based learning; reflective practice; action research; transformational leadership; Kolb cycle; instructional leadership; educational change; professional development
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